Category: History

CH 7 Reading Questions
1. What role did Mexican American children play during the “Great Depression”? 2. What happened to LULAC during the Great Depression? 3. What was the Cotton Acreage Law and what impact did it have on Mexican Americans? 4. What were the causes of Mexican Repatriation? 5. What was the Immigration Act of 1929 and what did President Hoover use it for? 6. How did Repatriation work and what were its final numbers? (this answer should at least be a paragraph)
7. How did Section 7a of the National Industrial Recovery Act (NIRA) empower Mexican Americans? 8. What steps did women take in order to receive fair pay and treatment? 9. What did La Liga Obrera de habla Espanol do for striking mine workers in New Mexico and how did the mine owners deal with the strike? 10. What was the Memorial Day massacre?
Short essay CH 7 Discussion Question
Who was Emma Tenayuca and what did she accomplish? (350 to 500 words, use 2 sources, footnote them)

Please submit a three-part response to one of the assigned readings.
1) a paragraph that summarizes the main argument(s) of the reading
2) a paragraph that explains how this argument(s) is reflected in one of the objects discussed in the assigned readings
3) a creative response to the argument(s) of the reading, such as a drawing, photograph, poem, etc.
The total length of the response should be between 250-500 words.
Reading source:
https://www.wallpaper.com/design/soviet-workers-club-recreation

EG Home

I uploaded the articles that you should read. From the articles I posted, please make a connection and find the similarities between any two of the articles that I posted. You should also mention what was interesting for you in the readings. The format of the comment should be similar to the ones, the comments that I uploaded are for different articles, please make sure that the format is similar! At the end of the comment, you can mention a question that you had about one of the articles. The format pf the question should also be similar to the ones that is uploaded. Thank you!

For T/F questions, mark true or false and then fully explain your T/F answers in a few sentences. For short answer questions, provide answers in a few sentences. (4 pts each)
1) T / F American revolutionaries recognized the importance of trying to keep the rest of Europe out of the fight against Britain.
2) Following the American Revolution, the new United States emerged a sovereign nation and its citizens were drawn into basically two political camps of democracy. What were those two different political ideologies, and which political party represented each one?
3) T / F Under the military leadership of George Washington, American militia found themselves to be most successful by striking with mass head-on in traditional combat formations against the British regulars (Redcoats).
4) What battle of the American Revolutionary War was the turning point and why?
5) What and when was the first diplomatic alliance in American history?
6) T / F Massachusetts and Connecticut were the only two states not to abolish a state religion.
7) T / F Upon successful defeat of the British, the First Continental Congress quickly established the legal legitimacy of the United States through a document called the Articles of Confederation.
8) T / F Thanks to the abundance of natural resources and quickly expanding industrialization, the United States was able to fund the cost of the American Revolution without seeking loans from Europe.
9) When, where, and how did the American Revolutionary War end militarily and then politically in victory for the United States.
10) T / F The US electoral college met for the first time to elect George Washington president—ironically the same year that the French were experiencing their own revolution.
Multiple choice (single best answer)
11) Which federalist leader was the primary champion of a national bank?
a. George Washington
b. Alexander Hamilton
c. John Adams
d. Thomas Jefferson
12) Which event led President Washington to assert federal power using military force within a state?
a. War of 1812
b. Hayes’ Rebellion
c. Battle of Fallen Timbers
d. Whiskey Rebellion
13) T / F Second US President John Adams, a Democratic Republican like his vice president Thomas Jefferson, pushed the highly successful Alien and Sedition Acts into law in 1798 to restrict immigration.
14) In what landmark case did Federalist Chief Justice John Marshall establish “judicial review,” where the court could rule on the constitutionality of legislation and executive action?
a. Marbury v. Madison
b. Burr v. Hamilton
c. Adams v. Onis
d. Clay v. Calhoun
15) What is the history of the Monroe Doctrine?
16) T / F One of President Andrew Jackson’s achievements was his political victory in the so-called “bank war,” where he was able to charter the Second Bank of the United States, thus cementing his agenda for a strong federalist central government.
17) What was the “American System” economically, politically, technologically, and socially.
18) Which US president championed the Indian Removal Act?
a. John Adams
b. Thomas Jefferson
c. Andrew Jackson
d. John Quincy Adams
19) Essay (28 points)
Early to mid 19th century United States life was not exactly harmonious and involved quite a few differences of opinion and great debates. Out of that friction, however, grew three big reform efforts. Describe, using three paragraphs (one paragraph each), the three reform movements and be sure to include the threads of continuity (how the stories connect) between those three big reform movements of the early to mid 19th century United States. For example, two such factors connecting those three reforms were very important: women and religion.

The book we’re gonna be using is The Second World War, by John Keegan.
Here are the instructions:
COMPARATIVE BOOK REVIEW: Read a nonfiction book about a topic in U.S. History from 1865 to the present and compare it to the class textbook. The book must be at least two hundred (200) pages in length. Books must be chosen from the booklist in the course’s CONTENT section, or alternate selections approved by the instructor. Alternate selections must be approved by the instructor. The principle limitation for such selections is that their content must be included in the textbook, also. Otherwise, there is no basis by which the authors’ versions of history can be compared.

Reviews should be double-spaced with one-inch margins. They should be typed in number twelve (12) Times New Roman font with no gaps between paragraphs. The entire review should be double-spaced and three to five pages in length. Information at the top left corner of the first page should include the student’s name, the title and author of the book under review, the name of this course and the date the review is submitted.
Book review format: 1. Use APA style. Provide proper citation for the book at the end of the review. 2. Compare at least five(5) issues discussed in both the book under review and the textbook. Discuss the similarities and/or differences in the authors’ works concerning significant issues (not trivia, such as differences in dates or names). Refer to authors. Be specific. Tell, directly, whether the authors agree or not and to what extent. Provide evidence to prove their agreement/disagreement. Evidence should be paraphrased descriiptions of the authors’ works. Avoid direct quotes. Use all the authors’ full names upon first reference to them. Thereafter, last names are sufficient. In subsequent references multiple authors are referred to by the first author’s last name and et al. (and others), as in Goldfield, et al.
Example: David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann Argersinger, Peter H. Argersinger, William L Barney, and Robert M Weir, the authors of The American Journey, report that President Johnson denounced the Fourteenth Amendment and took his message of sectional reconciliation on a tour of northern states during the congressional election of 1866. The authors say that the tone and manner of Johnson’s criticism of the Republican Congress offended many people and Republicans won greater than two-thirds majorities in the House and Senate. . Amanda Evans, the author of America’s Reconstruction, agrees. She maintains that the President traded insults with hecklers and embarrassed supporters by comparing himself to Christ and opponents to Judas. She also agrees that Republicans won a three-to-one majority in the next Congress and adds that as a result Southern Democrats soon faced more stringent terms for readmission to the Union.
Example: Goldfield, et al., identify weaknesses in the U.S. economy as the principle cause of the Great Depression, and they cite the unequal distribution of wealth as the most damaging of those weaknesses. The authors report that by 1929 the richest .01 percent of American families received as much income as the 42 percent of families at the bottom of the income scale. That more than half of Americans lived at or below the subsistence level made the economy unsustainable. Most people were simply not able to buy what industry produced. . Simpson agrees that maldistribution of wealth was responsible for the economy’s failure to recover from the 1929 stock market crash and instead remain depressed for more than a decade. He describes consumer-oriented industries as the most dynamic elements of the economy and insists that they could have enabled business to recover quickly from the crash had they been stronger. Such strength for industries such as cars, household appliances, processed and packaged foods and recreation required putting more of the national income into the hands of average Americans.

Example: Goldfield, et al., say that in the face of the U.S. naval blockade of Cuba during the 1962 Missile Crisis the Soviet leader, Nikita Krushchev, offered to remove the missiles in return for a pledge that the U.S. would not invade Cuba. They maintain that President Kennedy’s response included such a pledge and a secret promise to remove obsolete Jupiter missiles from Turkey. Krushchev’s acceptance of Kennedy’s commitments ended the crisis.
McPherson agrees that Krushchev ended the tense standoff created by Kennedy’s naval blockade of Cuba when he ordered the Soviet missiles on the island to be dismantled. He also concurs that Kennedy pledged to remove American missiles from Turkey. However, the author contends that the missiles had been ordered out of Turkey previously, and the President’s actual promise was to complete process. McPherson adds that researchers later learned that the situation had been more dangerous than the Americans had realized in 1962. Access to Soviet archives in the mid-1990’s revealed that tactical nuclear weapons had already been place in Cuba before the U.S detected the construction of launch sites and the crisis ensued.

The book we’re gonna be using is The Second World War, by John Keegan.
Here are the instructions:
COMPARATIVE BOOK REVIEW: Read a nonfiction book about a topic in U.S. History from 1865 to the present and compare it to the class textbook. The book must be at least two hundred (200) pages in length. Books must be chosen from the booklist in the course’s CONTENT section, or alternate selections approved by the instructor. Alternate selections must be approved by the instructor. The principle limitation for such selections is that their content must be included in the textbook, also. Otherwise, there is no basis by which the authors’ versions of history can be compared.

Reviews should be double-spaced with one-inch margins. They should be typed in number twelve (12) Times New Roman font with no gaps between paragraphs. The entire review should be double-spaced and three to five pages in length. Information at the top left corner of the first page should include the student’s name, the title and author of the book under review, the name of this course and the date the review is submitted.
Book review format: 1. Use APA style. Provide proper citation for the book at the end of the review. 2. Compare at least five(5) issues discussed in both the book under review and the textbook. Discuss the similarities and/or differences in the authors’ works concerning significant issues (not trivia, such as differences in dates or names). Refer to authors. Be specific. Tell, directly, whether the authors agree or not and to what extent. Provide evidence to prove their agreement/disagreement. Evidence should be paraphrased descriiptions of the authors’ works. Avoid direct quotes. Use all the authors’ full names upon first reference to them. Thereafter, last names are sufficient. In subsequent references multiple authors are referred to by the first author’s last name and et al. (and others), as in Goldfield, et al.
Example: David Goldfield, Carl Abbott, Virginia DeJohn Anderson, Jo Ann Argersinger, Peter H. Argersinger, William L Barney, and Robert M Weir, the authors of The American Journey, report that President Johnson denounced the Fourteenth Amendment and took his message of sectional reconciliation on a tour of northern states during the congressional election of 1866. The authors say that the tone and manner of Johnson’s criticism of the Republican Congress offended many people and Republicans won greater than two-thirds majorities in the House and Senate. . Amanda Evans, the author of America’s Reconstruction, agrees. She maintains that the President traded insults with hecklers and embarrassed supporters by comparing himself to Christ and opponents to Judas. She also agrees that Republicans won a three-to-one majority in the next Congress and adds that as a result Southern Democrats soon faced more stringent terms for readmission to the Union.
Example: Goldfield, et al., identify weaknesses in the U.S. economy as the principle cause of the Great Depression, and they cite the unequal distribution of wealth as the most damaging of those weaknesses. The authors report that by 1929 the richest .01 percent of American families received as much income as the 42 percent of families at the bottom of the income scale. That more than half of Americans lived at or below the subsistence level made the economy unsustainable. Most people were simply not able to buy what industry produced. . Simpson agrees that maldistribution of wealth was responsible for the economy’s failure to recover from the 1929 stock market crash and instead remain depressed for more than a decade. He describes consumer-oriented industries as the most dynamic elements of the economy and insists that they could have enabled business to recover quickly from the crash had they been stronger. Such strength for industries such as cars, household appliances, processed and packaged foods and recreation required putting more of the national income into the hands of average Americans.

Example: Goldfield, et al., say that in the face of the U.S. naval blockade of Cuba during the 1962 Missile Crisis the Soviet leader, Nikita Krushchev, offered to remove the missiles in return for a pledge that the U.S. would not invade Cuba. They maintain that President Kennedy’s response included such a pledge and a secret promise to remove obsolete Jupiter missiles from Turkey. Krushchev’s acceptance of Kennedy’s commitments ended the crisis.
McPherson agrees that Krushchev ended the tense standoff created by Kennedy’s naval blockade of Cuba when he ordered the Soviet missiles on the island to be dismantled. He also concurs that Kennedy pledged to remove American missiles from Turkey. However, the author contends that the missiles had been ordered out of Turkey previously, and the President’s actual promise was to complete process. McPherson adds that researchers later learned that the situation had been more dangerous than the Americans had realized in 1962. Access to Soviet archives in the mid-1990’s revealed that tactical nuclear weapons had already been place in Cuba before the U.S detected the construction of launch sites and the crisis ensued.

you will need the following book for citations: Ways of the World: A Brief Global History, Value Edition, Combined Volume by Robert W. Strayer; Eric W. Nelson
In the book you will need to go over chapter 6 (the part on the Americas) and also browse through the earlier chapters to pick another civilization.
I am going to copy and paste exactly what my professor wrote for the instructions:
We have covered several different peoples and places so far this term so it is a good idea to take a step back and do some good compare and contrast analysis. This week we are looking at the early American societies. The book covers several civilizations from Mesoamerica and the Andes. We have covered Mesopotamia, Egypt, early China and early India, the Greeks, and the Romans in the modules leading up to this one. Compare and contrast one of the civilizations from the Americas with one of the other societies we have covered so far in the class. You can compare/contrast political structure, the economy, religion, social structure –whatever you want — but select at least two areas to cover. 3-4 pages. Have a title page, intro, multiparagraph body, and conclusion. You must have in-text citations.
Info for the title page:
Name- Isha Letherwala
Professor- Carl Garrigus
Subject- HIST1111
if you have any questions, don’t hesitate to ask!

The American Revolution pitted a minority of colonists against the most powerful empire of the era. Was the American Revolution truly revolutionary? What changes came out of it? Were these changes revolutionary in nature? What elements in society stayed the same?
To receive full credit for this assignment your post must:
1. Have no or extremely few grammatical, spelling or capitalization/punctuation related errors
2. Address the questions asked in the prompt above in at least a 300 word initial post
3. Raise at least one interesting question for your classmates

Please let me know the additional cost for you to respond to a discussion board as well

you will need the following book for citations: Ways of the World: A Brief Global History, Value Edition, Combined Volume by Robert W. Strayer; Eric W. Nelson
In the book you will need to go over chapter 6 (the part on the Americas) and also browse through the earlier chapters to pick another civilization.
I am going to copy and paste exactly what my professor wrote for the instructions:
We have covered several different peoples and places so far this term so it is a good idea to take a step back and do some good compare and contrast analysis. This week we are looking at the early American societies. The book covers several civilizations from Mesoamerica and the Andes. We have covered Mesopotamia, Egypt, early China and early India, the Greeks, and the Romans in the modules leading up to this one. Compare and contrast one of the civilizations from the Americas with one of the other societies we have covered so far in the class. You can compare/contrast political structure, the economy, religion, social structure –whatever you want — but select at least two areas to cover. 3-4 pages. Have a title page, intro, multiparagraph body, and conclusion. You must have in-text citations.
Info for the title page:
Name- Isha Letherwala
Professor- Carl Garrigus
Subject- HIST1111
if you have any questions, don’t hesitate to ask!

The American Revolution pitted a minority of colonists against the most powerful empire of the era. Was the American Revolution truly revolutionary? What changes came out of it? Were these changes revolutionary in nature? What elements in society stayed the same?
To receive full credit for this assignment your post must:
1. Have no or extremely few grammatical, spelling or capitalization/punctuation related errors
2. Address the questions asked in the prompt above in at least a 300 word initial post
3. Raise at least one interesting question for your classmates

Please let me know the additional cost for you to respond to a discussion board as well